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dc.contributor.authorVanier, Marie-Claude
dc.contributor.authorTherriault, Pierre-Yves
dc.contributor.authorLebel, Paule
dc.contributor.authorNolin, France
dc.contributor.authorLefebvre, Hélène
dc.contributor.authorBrault, Isabelle
dc.contributor.authorDrouin, Éric
dc.contributor.authorFernandez, Nicolas
dc.date.accessioned2014-02-04T02:33:51Z
dc.date.available2014-02-04T02:33:51Z
dc.date.availableMONTHS_WITHHELD:13en
dc.date.issued2013-12-01
dc.identifier.citationVanier, M. C., Therriault, P. Y., Lebel, P., Nolin, F., Lefebvre, H., Brault, I., . . . Fernandez, N. (2013). Innovating in teaching collaborative practice with a large student cohort at Universite de Montreal. J Allied Health, 42(4), e97-e106.fr
dc.identifier.urihttp://www.ingentaconnect.com/content/asahp/jah/2013/00000042/00000004/art00014
dc.identifier.urihttp://hdl.handle.net/1866/10311
dc.subjectInterprofessional education, IPEfr
dc.titleInnovating in Teaching Collaborative Practice with a Large Student Cohort at Université de Montréalfr
dc.typeArticlefr
dc.contributor.affiliationUniversité de Montréal. Faculté des sciences infirmièresfr
dcterms.abstractUniversité de Montréal implemented an interprofessional education (IPE) curriculum on collaborative practice in a large cohort of students (>1,100) from 10 health sciences and psychosocial sciences training programs. It is made up of three one-credit undergraduate courses (CSS1900, CSS2900, CSS3900) spanning the first 3 years of training. The course content and activities aim for development of the six competency domains identified by the Canadian Interprofessional Health Collaborative. This paper describes the IPE curriculum and highlights the features contributing to its success and originality. Among main success key factors were: administrative cooperation among participating faculties, educators eager to develop innovative approaches, extensive use of clinical situations conducive to knowledge and skill application, strong logistic support, close cooperation with health care delivery organizations, and partnership between clinicians and patients. A distinguishing feature of this IPE curriculum is the concept of partnership in care between the patient and caregivers. Patients’ representatives were involved in course planning, and patients were trained to become patients-as-trainers (PT) and cofacilitate interprofessional discussion workshops. They give feed- back to students regarding integration and application of the patient partnership concept from a patient’s point of view. Lire l'article/Read the article : http://openurl.ingenta.com/content?genre=article&issn=0090-7421&volume=42&issue=4&spage=97E&epage=106Efr
dcterms.bibliographicCitationJ Allied Health ; 42(4), e97-e106.
dcterms.languageengfr
UdeM.VersionRioxxVersion acceptée / Accepted Manuscript


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